Introduction
This is the grade 9 English HL satirical cartoon lesson and activity explanation.
Task
In this task/activity, learners will be analysing two cartoons right after the lesson learners will have to then answer questions that follow after the given cartoon this is so they can test the knowledge that they have just learned.
For the task learners are required to do the following:
DISCUSS: Present all ideas of the argument
EFFECTIVENESS: Does it achieve its purpose?
TECHNIQUE: How has the cartoon been drawn? Consider/think about the following: characterization (caricature/stereotype) setting, punctuation, speech bubbles/thought bubbles, presence/absence of speech, facial expression, and body language – state explicitly what it looks like, onomatopoeia, movement lines, etc.
ACTIVITIES:
Study the following cartoons using the steps above.
Open the link to access the Task.
Learning outcomes
1. Understand the cartoon completely and were able to interpret it.
2. To add their own ideas and analyze the cartoon on their own.
3. Fully answer questions about the cartoon after the lesson.
4. To teach and explain to each other the cartoon and help those who don’t understand.
Process
STEPS TO TAKE WHEN YOU GET A CARTOON:
Before do the cartoon activity first look at these steps:
1. Identify the subject by reading the title and looking at the cartoon as a whole.
2. Identify important symbols, words, features, labels and details.
3. Analyse the characters look at facial expressions, gestures, caricature and stereotyping.
4. Decide which technique has been used to convey humour.
5. Interpret the cartoonist’s message. What are the cartoonist’s beliefs or ideas about the event/ subject?
These are more steps and instructions to follow;
DISCUSS: Present all ideas of the argument
EFFECTIVENESS: Does it achieve its purpose?
TECHNIQUE: How has the cartoon been drawn? Consider/think about the following: characterisation (caricature / stereotype) setting, punctuation, speech bubbles / thought bubbles, presence/absence of speech, facial expression and body language – state explicitly what it looks like, onomatopoeia, movement lines, etc.
Learners Recourses
Link for today's lesson document: https://drive.google.com/file/d/1TrS_cgxnEKMlVxLo6Fp1HT2G29Jtip77/view?usp=sharing
Learners can watch this video to help them understand how to analyze cartoons:
Evaluation
Learners will have to exchange activities/tasks and they will mark each other's work with the guidance of the teacher.
Task Memorandum
Questions and Answers
Cartoon 1
1. What is the setting of the cartoon? Support your answer by referring to a visual clue. (2)
It is a rural area.✓ The hut in the background. ✓/The tap that is far from her home.✓/
The mountains in the background. ✓
2. What is the context of this cartoon? (1)
Covid 19 ✓pandemic in rural communities within South Africa.
3. How does the characters body language and facial expression support the message of
the cartoon? (2)
Her arms/hands that are outstreched suggest her frustration/confusion. ✓
Her face✓ seems scornful as her eyes are presumably focused on the person (suggested
by the shadow)
Her eyebrows✓ that are raised show her hopelessness.
(1 mark for reference to hands or arms + 1 mark for reference to facial expression)
4. How has satire been used to convey humour in this cartoon?
(Focus on the technique and explain) (3)
The cartoonist used irony. ✓ The government wants all people to practise proper
hygiene✓ to stop the Covid 19 virus from spreading, but those in rural areas cannot do
that due to poor service delivery. Poor quality/dirty water. ✓
(1 mark for technique + 1 mark for the explanation/ There must be a “but” in the
answer)
5. What is the message of the cartoonist? (2)
The cartoonist is rediculing the government for their poor service delivery to rural✓
areas during Covid 19. The people cannot practise hygiene if they are not given the
human right of running water. ✓
[10]
Cartoon 2:
6. Which of the countries above is portrayed to be less interested in studying? (1)
America. ✓
7. What is glasses symbolic of? (1)
Wisdom/intelligence. ✓
8. What is the setting of this cartoon? (1)
A classroom. ✓
9. Discuss the effectiveness of the technique used by the cartoonist. (3)
The cartoonist focused on stereotyping. ✓ The Chinese are presumably the best in
Math and the Indians the best in Science. ✓/ Learners from both these countries are
presented to be more intelligent than the learner from the USA, symbolised by the
glasses. ✓/ The learner from the USA seem to be more focused on technology.
(1 mark for technique + 2 marks for well explained reference to visuals – characters,
labels, symbols)
10. Explain what comment this cartoon is making about the study habits of children in
different countries. (2)
The message of the cartoon is that American students put less emphasis on schoolwork
than children of other countries. ✓ Americans do not appreciate the education that has
been given to them. ✓
Electronic File of the memorandum: https://drive.google.com/file/d/18mng-7m4Kh_0yUe6jB7wQSCmFoT1d34V/view?usp=sharing
Conclusion
This lesson was to prepare the grade 9's for upcoming language tests which will cover cartoons in section C.
Learners are required to use this WebQuest lesson as well as the task to help them understand this concept so you can be well prepared.
And you can use this knowledge for years to come up until grade 12please watch those videos I referred to you they will assist you very well.
I am very pleased with your performance in the task it showed that you were well prepared.
Please watch this video in preparation for our next lesson about summaries:
Credits
Thanks to the WCED eportal this is where I found my resource and task activity for my lesson: https://wcedeportal.co.za/
Also EduCraft youtube channel where I found the content for our next lesson:
Teacher Page
In this Webquest, you find a grade 9 English lesson on how to analyze cartoons and how to answer questions about cartoons as well as videos of the lesson to give further explanation.
Steps to take when creating a Webquest for teachers:
Building blocks of a WebQuest are:
- The Introduction orients students and captures their interest.
- The Task describes the activity's end product.
- The Process explains strategies students should use to complete the task.
- The Resources are the Web sites students will use to complete the task.
Teachers provide their students with the documents that include links to websites to use the information, according to the activity. The purpose of using WebQuest is to encourage students to use information rather than gathering it and participate in meaningful classroom discussions